scholarly journals Rapid online assessment of reading ability

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jason D. Yeatman ◽  
Kenny An Tang ◽  
Patrick M. Donnelly ◽  
Maya Yablonski ◽  
Mahalakshmi Ramamurthy ◽  
...  
Keyword(s):  
Reading Ability ◽  
Word Identification ◽  
Online Assessment ◽  
Decision Task ◽  
Web Browser ◽  
Standardized Measures ◽  
Highly Correlated ◽  
Ability Measure ◽  
Automated Tool ◽  
Representative Samples

AbstractAn accurate model of the factors that contribute to individual differences in reading ability depends on data collection in large, diverse and representative samples of research participants. However, that is rarely feasible due to the constraints imposed by standardized measures of reading ability which require test administration by trained clinicians or researchers. Here we explore whether a simple, two-alternative forced choice, time limited lexical decision task (LDT), self-delivered through the web-browser, can serve as an accurate and reliable measure of reading ability. We found that performance on the LDT is highly correlated with scores on standardized measures of reading ability such as the Woodcock-Johnson Letter Word Identification test (r = 0.91, disattenuated r = 0.94). Importantly, the LDT reading ability measure is highly reliable (r = 0.97). After optimizing the list of words and pseudowords based on item response theory, we found that a short experiment with 76 trials (2–3 min) provides a reliable (r = 0.95) measure of reading ability. Thus, the self-administered, Rapid Online Assessment of Reading ability (ROAR) developed here overcomes the constraints of resource-intensive, in-person reading assessment, and provides an efficient and automated tool for effective online research into the mechanisms of reading (dis)ability.

scholarly journals Measuring reading ability in the web-browser with a lexical decision task

2020 ◽  
Author(s):  
Jason D. Yeatman ◽  
Kenny An Tang ◽  
Patrick M. Donnelly ◽  
Maya Yablonski ◽  
Mahalakshmi Ramamurthy ◽  
...  
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Reading Ability ◽  
Word Identification ◽  
Decision Task ◽  
Web Browser ◽  
Standardized Measures ◽  
Highly Correlated ◽  
Ability Measure ◽  
The Web

AbstractAn accurate model of the factors that contribute to individual differences in reading ability depends on data collection in large, diverse and representative samples of research participants. However, that is rarely feasible due to the constraints imposed by standardized measures of reading ability which require test administration by trained clinicians or researchers. Here we explore whether a simple, two-alternative forced choice, time limited lexical decision task (LDT), self-delivered through the web-browser, can serve as an accurate and reliable measure of reading ability. We found that performance on the LDT is highly correlated with scores on standardized measures of reading ability such as the Woodcock-Johnson Letter Word Identification test administered in the lab (r = 0.91, disattenuated r = 0.94). Importantly, the LDT reading ability measure is highly reliable (r = 0.97). After optimizing the list of words and pseudowords based on item response theory, we found that a short experiment with 76 trials (2-3 minutes) provides a reliable (r = 0.95) measure of reading ability. Thus, the self-administered, Rapid Online Assessment of Reading ability (ROAR) developed here overcomes the constraints of resource-intensive, in-person reading assessment, and provides an efficient and automated tool for effective online research into the mechanisms of reading (dis)ability.

Measuring reading ability in the web-browser with a lexical decision task

2020 ◽  
Author(s):  
Jason D Yeatman ◽  
Kenny An Tang ◽  
Patrick M. Donnelly ◽  
Maya Yablonski
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Reading Ability ◽  
Word Identification ◽  
Decision Task ◽  
Web Browser ◽  
Standardized Measures ◽  
Highly Correlated ◽  
Ability Measure ◽  
The Web

An accurate model of the factors that contribute to individual differences in reading ability depends on data collection in large, diverse and representative samples of research participants. However, that is rarely feasible due to the constraints imposed by standardized measures of reading ability which require test administration by trained clinicians or researchers. Here we explore whether a simple, two-alternative forced choice, time limited lexical decision task (LDT), self-delivered through the web-browser, can serve as an accurate and reliable measure of reading ability. We found that performance on the LDT is highly correlated with scores on standardized measures of reading ability such as the Woodcock-Johnson Letter Word Identification test administered in the lab (r = 0.91, disattenuated r = 0.94) . Importantly, the LDT reading ability measure is highly reliable (r = 0.97). After optimizing the list of words and pseudowords based on item response theory, we found that a short experiment with 80 words (2-3 minutes) provides a reliable (r = 0.95) measure of reading ability. Thus, the self-administered, rapid online assessment of reading ability (ROAR) developed here overcomes the constraints of resource-intensive, in-person reading assessment, and provides an efficient and automated tool for effective online research into the mechanisms of reading (dis)ability.

Examining Mindset and Grit in Concurrent and Future Reading Comprehension: A Twin Study

2020 ◽  
Author(s):  
Kimberly M. Martinez ◽  
LaTasha R Holden ◽  
Sara Ann Hart ◽  
Jeanette Taylor
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Preliminary Test ◽  
Cognitive Factors ◽  
Potential Intervention ◽  
Comprehension Ability ◽  
Twin Method ◽  
Positive Correlations ◽  
Ability Measure ◽  
Reading Comprehension Ability

Non-cognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. We used a correlational and twin method design to preliminary test if mindset and grit could be potential intervention targets to increase reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability.

A New Test of Auditory-Visual Integration

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1063-1066 ◽  
Author(s):  
Andrew H. Gregory ◽  
H. Margaret Gregory
Keyword(s):  
Reading Ability ◽  
The Other ◽  
Nonverbal Intelligence ◽  
Visual Integration ◽  
Morse Form ◽  
Highly Correlated

Two auditory-visual integration tests were given to 86 children from 6 yr. to 11 yr. One test was basically that developed by Birch; the other used Morse-type stimuli. The children were also given tests of nonverbal intelligence, reading and vocabulary. With age and intelligence partialled out, the Morse form of test was significantly more highly correlated with reading ability than the Birch test. Reasons are suggested as to why the Morse version may be a better test of some of the underlying skills involved in reading.

Complexe Woorden In Het Mentale Lexicon Van Kinderen

2006 ◽  
Vol 75 ◽  
pp. 53-65
Author(s):  
Maria Mos
Keyword(s):  
Family Size ◽  
Reading Ability ◽  
Reaction Times ◽  
Large Family ◽  
Decision Task ◽  
Large Family Size ◽  
Small Family Size ◽  
Good Reading ◽  
The Difference ◽  
Complex Words

Do children's representations of complex words in their mental lexicon have an internal structure, with the stem as a separate unit? De Jong et al (2000) found that adults recognize words with a large Family Size, i.e. words occurring in many derivations and compounds, faster than equally frequent words with a small Family Size. This result is an indication that the occurrence of a stem in complex words facilitates the recognition of this stem. This article investigates whether the Family-Size-effect extends to children's reaction times as well. Using a lexical decision task, the effect was observed in 9-10 year old children (N=69) in Dutch. A large vocabulary and good reading ability shortened general reaction times, but had no influence on the difference between items with a small or large Family Size. Monolingual and bilingual children performed similarly on this task.

Morpheme frequency effects in Dutch complex word reading: A developmental perspective

2011 ◽  
Vol 32 (3) ◽  
pp. 483-498 ◽  
Author(s):  
LUDO VERHOEVEN ◽  
ROB SCHREUDER
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Word Reading ◽  
Word Identification ◽  
Low Frequency ◽  
Decision Task ◽  
Word Form ◽  
Word Forms ◽  
Grade 3 ◽  
Complex Words

ABSTRACTThis study examined to what extent advanced and beginning readers, including dyslexic readers of Dutch, make use of morphological access units in the reading of polymorphemic words. Therefore, experiments were carried out in which the role of singular root form frequency in reading plural word forms was investigated in a lexical decision task with both adults and children. Twenty-three adult readers, 37 8-year-old children from Grade 3, 43 11-year-old children from Grade 6, and 33 11-year-old dyslexic readers were presented with a lexical decision task in which we contrasted plural word forms with a high versus low frequency of the singular root form. For the adults, it was found that the accuracy and speed of lexical decision is determined by the surface frequency of the plural word form. The frequency of the constituent root form played a role as well, but in the low-frequency plural words only. Furthermore, a strong developmental effect regarding the accuracy and speed of reading plural word forms was found. An effect of plural word form frequency on word identification was evidenced in all groups. The singular root form frequency also had an impact of the reading of the plural word forms. In the normal reading and dyslexic children, plurals with a high-frequency singular root form were read more accurately and faster than plurals with a low singular root frequency. It can be concluded that constituent morphemes have an impact on the reading of polymorphemic words. The results can be explained in the light of a word experience model leaving room for morphological constituency to play a role in the lexical access of complex words as a function of reading skill and experience and word and morpheme frequency.

scholarly journals Evaluation of linkage disequilibrium measures between multi-allelic markers as predictors of linkage disequilibrium between markers and QTL

2005 ◽  
Vol 86 (1) ◽  
pp. 77-87 ◽  
Author(s):  
H. ZHAO ◽  
D. NETTLETON ◽  
M. SOLLER ◽  
J. C. M. DEKKERS
Keyword(s):  
Linkage Disequilibrium ◽  
Qtl Mapping ◽  
Marker Assisted Selection ◽  
Chi Square ◽  
Standardized Measures ◽  
Population Structures ◽  
Alternative Measures ◽  
Standardized Measure ◽  
Highly Correlated ◽  
Marker Polymorphism

Effectiveness of marker-assisted selection (MAS) and quantitative trait loci (QTL) mapping using population-wide linkage disequilibrium (LD) between markers and QTL depends on the extent of LD and how it declines with distance in a population. Because marker–QTL LD cannot be observed directly, the objective of this study was to evaluate alternative measures of observable LD between multi-allelic markers as predictors of usable LD of multi-allelic markers with presumed biallelic QTL. Observable LD between marker pairs was evaluated using eight existing measures and one new measure. These consisted of two pooled and standardized measures of LD between pairs of alleles at two markers based on Lewontin's LD measure, two pooled measures of squared correlations between alleles, one standardized measure using Hardy–Weinberg heterozygosities, and four measures based on the chi-square statistic for testing for association between alleles at two loci. In simulated populations with a range of LD generated by drift and a range of marker polymorphism, marker–marker LD measured by a standardized chi-square statistic (denoted χ2′) was found to be the best predictor of useable marker–QTL LD for a group of multi-allelic markers. Estimates of the level and decline of marker–marker LD with distance obtained from χ2′ were linearly and highly correlated with usable LD of those markers with QTL across population structures and marker polymorphism. Corresponding relationships were poorer for the other marker–marker LD measures. Therefore, when LD is generated by drift, χ2′ is recommended to quantify the amount and extent of usable LD in a population for QTL mapping and MAS based on multi-allelic markers.

scholarly journals The Omission of Accent Marks Does Not Hinder Word Recognition: Evidence From Spanish

2021 ◽  
Vol 12 ◽  
Author(s):  
Ana Marcet ◽  
María Fernández-López ◽  
Melanie Labusch ◽  
Manuel Perea
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Response Times ◽  
Word Identification ◽  
Decision Task ◽  
Similar Response ◽  
Opposite Pattern ◽  
Semantic Categorization ◽  
Blocked Design

Recent research has found that the omission of accent marks in Spanish does not produce slower word identification times in go/no-go lexical decision and semantic categorization tasks [e.g., cárcel (prison) = carcel], thus suggesting that vowels like á and a are represented by the same orthographic units during word recognition and reading. However, there is a discrepant finding with the yes/no lexical decision task, where the words with the omitted accent mark produced longer response times than the words with the accent mark. In Experiment 1, we examined this discrepant finding by running a yes/no lexical decision experiment comparing the effects for words and non-words. Results showed slower response times for the words with omitted accent mark than for those with the accent mark present (e.g., cárcel < carcel). Critically, we found the opposite pattern for non-words: response times were longer for the non-words with accent marks (e.g., cárdil > cardil), thus suggesting a bias toward a “word” response for accented items in the yes/no lexical decision task. To test this interpretation, Experiment 2 used the same stimuli with a blocked design (i.e., accent mark present vs. omitted in all items) and a go/no-go lexical decision task (i.e., respond only to “words”). Results showed similar response times to words regardless of whether the accent mark was omitted (e.g., cárcel = carcel). This pattern strongly suggests that the longer response times to words with an omitted accent mark in yes/no lexical decision experiments are a task-dependent effect rather than a genuine reading cost.

scholarly journals Phonological awareness and quick naming of developmental dyslexia in Sekolah Dasar Inklusif Pantara, Jakarta

2018 ◽  
Vol 2 (1) ◽  
pp. 76
Author(s):  
Yanti Br Sitepu
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Word Identification ◽  
Reaction Times ◽  
Rapid Naming ◽  
Control Group ◽  
Slow Reaction ◽  
Slow Reaction Time ◽  
Double Deficit Hypothesis ◽  
And Gender

The weak phonological awareness and slow reaction time in word identification is a disorder that dyslexic people have in reading (Wolf and Bowers, 1999). Therefore, this study will investigate the ability of phonological awareness (phonological awareness), rapid naming (Rapid Naming) and reading ability of people with dyslexia. The subjects consisted of 4 children aged 7-8 years of dyslexia in Pantara Inclusive Elementary School, Jakarta. The four dyslexic children were compared to the control group (20 children from Kwitang 8 PSKD Pancoran Mas, Depok, who had the same age and gender as dyslexic children). The research used quantitative method with case study control design. The study was conducted with three experiments, namely: reading test, counting the number of silabel, and fast-track test. The first experiment consisted of 100 words (simple words, digraphs, diphthongs, and consonant clusters). The second experiment consisted of 48 words (24 words with illustrations and 24 words with trisilabik). All words are from the 10,000 words that have the highest frequency in the Indonesian linguistic corpus (Indonesianwac). The third test is 50 RAN letters (Pennington et al., 2001). Results showed that persons with dyslexia had a lower ability than the control group on all three tests. Dyslexic children tend to perform sound recovery, eliminate phonemes and swap words with nonwords and slow reaction times. Based on the results obtained, 2 dyslexic children data support double deficit hypothesis Wolf and Bowers (1999) because dyslexic children show phonological deficits and rapid naming deficits.

Internet surfing for kindergarten children

2012 ◽  
Vol 28 (2) ◽  
pp. 176-184 ◽  
Author(s):  
Alfred Loo
Keyword(s):  
Reading Ability ◽  
Kindergarten Children ◽  
The Internet ◽  
Gifted Children ◽  
Web Pages ◽  
Learning Tool ◽  
Web Browser ◽  
Human Speech ◽  
Effective Learning ◽  
The Web

The Internet is an effective learning tool for gifted children because it allows them to independently select the areas in which they have talent. The Internet also enables children to discover and maximize their potential. However, younger children might not have a large enough vocabulary to surf the Internet, even if they are gifted. For example, children who are creatively gifted might not have exceptional reading ability. To solve this problem, a special web browser was used to generate human speech according to the words that appeared on the web pages displayed. Experiments involving about 100 kindergarteners were conducted to assess the effectiveness of our approach. This paper demonstrates the feasibility of this web browser in enabling kindergarten children aged 3–6 years old to surf the Internet.

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